Teacher Rational for Teaching Mt Andersons Feed

Abstract

Teachers' questioning plays an essential role in shaping collective argumentative discourse. This paper demonstrated that rationality dimensions in teacher questions can be assessed by adapting Habermas' three components of rationality. By coordinating Habermas' construct with Toulmin's model for argumentation, this paper investigated how two secondary mathematics teachers used rational questioning to support student participation in collective argumentation. This paper identified various ways in which two participating teachers used rational questioning to support student participation in argumentation via contributions of argument components. The results establish a theoretical connection between the use of rational questions and students' contributions of components of arguments. The results indicated that not all rational questions were associated with a component of argument, and rational questions may additionally support argumentation in general for the development of a culture of rationality. The study has implications in terms of theory and professional development of teachers.

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Acknowledgements

The ideas of this paper originate from but are not identical to the first author's Ph.D. dissertation.

Funding

This paper is based upon work supported by the National Science Foundation under Grant No. 1149436. Any opinions, findings, and conclusion or recommendations expressed in this paper are those of the author and do not necessarily reflect the views of the funding agency.

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Authors and Affiliations

1. Mathematics and Economics Department, Emporia State University, Emporia, KS, 66801, USA

   Yuling Zhuang

2. Department of Mathematics, Science, and Social Studies Education, University of Georgia, Athens, GA, 30602, USA

   AnnaMarie Conner

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Correspondence to Yuling Zhuang.

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Zhuang, Y., Conner, A. Teachers' use of rational questioning strategies to promote student participation in collective argumentation. Educ Stud Math 111, 345–365 (2022). https://doi.org/10.1007/s10649-022-10160-6

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• Accepted: 19 May 2022

• Published: 19 July 2022

• Issue Date: October 2022

• DOI : https://doi.org/10.1007/s10649-022-10160-6

Keywords

• Collective argumentation
• Teacher questioning
• Habermas' theory
• Toulmin's model
• Secondary mathematics

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